MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION
STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
"TYUMEN STATE OIL AND GAS UNIVERSITY"
Institute of Oil and Gas
Course work
on the topic of: Professional self-determination of schoolchildren
Tyumen 2006
INTRODUCTION
CHAPTER 1. THEORETICAL ASPECTS OF THE PROBLEM OF PROFESSIONAL SELF-DETERMINATION OF PUPILS
1.1 Basic forms and models of career guidance: history and modernity
1.2 New methods of career guidance
1.3 Professions preferred by modern schoolchildren
CHAPTER 2. THE NECESSITY OF USING NEW METHODS OF PR-TECHNOLOGIES BY UNIVERSITIES (TECHNICAL SCHOOLS, SCHOOLS), FOR FORMING A PROFESSIONAL WORLD VIEW IN SCHOOLS (THE EXPERIENCE OF TUMGNGU)
2.2 The role of vocational guidance work of the university in the self-determination of schoolchildren: the results of a sociological survey
CONCLUSION
BIBLIOGRAPHY
ANNEXES
INTRODUCTION
A profession in the mind of a person is often associated with fate, with a life purpose. The meaning of career guidance work is to help schoolchildren and their parents find their bearings in the world of modern professions correctly and in a timely manner and not make a mistake in choosing the future.
Career guidance that existed under the socialist method of economic management and focused on totalitarian pedagogical thinking has outlived its usefulness. And vocational guidance that meets the requirements of the changed sociocultural situation has not yet proven itself positively. The choice of a profession, in particular, entering a university, is very often determined by factors far from personal inclinations. For young people, this is an opportunity to avoid being drafted into the army. According to the latest estimates, there are more than a third of those who receive their first vocational education. The university plays the role of a "social refuge" not only for the children to be drafted, but also simply for the "career guidance immature" people. As a result, a person chooses a profession not at school, but already at a university.
Currently, about 40% of people change their profession within two years after graduating from a vocational school, technical school or university, and in general, 80% of the population does not work in the specialty specified in the diploma. There are, of course, many reasons for this, but it is also obvious that the methods of general secondary and vocational education currently practically do not contain vocational guidance components. To prevent such a situation, it is necessary to saturate the traditional content of education with new methods of vocational guidance. It is necessary to create all the conditions, first of all, so that a person already at school feels like a subject of professional, life and cultural self-determination, the author of his own biography and a person involved in the creation of a socially significant product.
The relevance of the work lies in the fact that modern youth is entering an independent working life almost blindly. Most graduates have no idea about the real demand for specialists in the labor market. Random, non-social choice predominates, entailing personal and social costs. As a result, a person loses time and faith in himself.
The purpose of this work is to identify the level of vocational guidance work in schools in the city of Tyumen and the Tyumen region.
Consider the theoretical aspect of vocational guidance for students;
Reveal the problems of professional self-determination of schoolchildren;
To study new PR-methods of vocational guidance work with schoolchildren;
To investigate, through a survey of applicants, the level of vocational guidance work carried out by schools, universities (technical schools, colleges) in the city of Tyumen and the Tyumen region.
The object of this study is vocational guidance work carried out in schools.
The subject is new PR-methods used in vocational guidance work of universities (technical schools, colleges).
CHAPTER 1. THEORETICAL ASPECTS OF THE PROBLEM OF PROFESSIONAL SELF-DETERMINATION OF SCHOOLS.
1.1 Basic forms and models of career guidance: history and modernity
Currently, in career guidance, four groups of methods can be distinguished: 1) information and reference, educational; 2) professional psychodiagnostics; 3) moral assistance in a specific choice and decision-making.
The first group includes, firstly, professiograms, or brief descriptions of professions. Non-traditional professiograms are hardly perceived by schoolchildren, therefore it is necessary to give more compact and understandable descriptions. Secondly, reference books. It is necessary if the information contained in it is reliable.
Further, information retrieval systems (ISS), optimizing the search for professions, educational institutions, jobs. There are “manual” (card, blank, filing cabinets) and computerized (electronic information banks) versions of the IPS. The latter are the most promising, but they need programmers and contacts with interested organizations and enterprises. Such interest is not common.
Professional advertising and campaigning is efficient and attractive for schoolchildren. Excursions to enterprises and educational institutions. To do this, it is necessary to select in advance qualified specialists and prepare them for such work with adolescents.
Meetings with specialists. Informative lectures on ways to solve problems of self-determination. Vocational guidance lessons are like a system of classes, not separate activities. Educational films and videos.
Mass media (media). When using them, it is imperative to take into account their specifics. Television programs are designed for the dynamic presentation of the issue. One of the main tasks for their authors is to impress any audience. The amount of information about the profession has been curtailed. There are all sorts of editorial changes and censorship notes.
Trade fairs (and their modifications) have long shown their effectiveness in career guidance. At fairs, visitors meet with representatives of various firms and enterprises, and 40% of them make their important choice here.
The second group is help in self-knowledge. This includes closed interviews-interviews on strictly defined issues. Open interviews, during which you can get a little distracted from the pre-prepared questions. Experienced counselors believe that such conversations provide more information about the client than traditional testing.
Professional motivation questionnaires. Experts value working with them more than determining the ability for the profession. This applies to those cases when people choose mass professions, "fit for the majority." Professional aptitude questionnaires. They require very selective use and special training of the professional advisor to interpret the results. These questionnaires justify themselves in relation to professions with special working conditions. And for most professions "aptitude is formed in the work itself."
Personal questionnaires - only those professional consultants who understand the limitations of this technique can work with them. Truly, a person cannot be "calculated"; there are a lot of problems associated with this. A truly personality test is a person’s act at crucial moments in life. In an ordinary, "average" mode of life, it is very difficult to do this.
Projective personality tests - to carry them out, special training and special training of a professional consultant are required. The observation method is one of the main scientific and practical types of work of a psychologist. It is effective only if the object, parameters and methods of observation, fixation, and interpretation of the results are clearly defined. Collection of indirect information about the client from friends, parents, comrades, teachers, doctors, etc. The survey should be tactful. Psychophysiological examination - for those who choose a profession with special working conditions.
Games and trainings that simulate situations of professional communication or moral choice in the process of work. Allows to predict the future professional behavior of a teenager. Observation directly at work. With the help of work skills training simulators, it is also possible to study and predict the readiness to master new professional actions.
Third group. Against the background of a favorable psychological atmosphere, it is possible to more effectively consider vocational guidance issues themselves. The creation of communication groups is aimed at this, but they are not a mechanism for solving professional consulting problems. Communication trainings allow you to master some of the communication skills necessary when applying for a job, in exams, in business contacts. Complex methods of individual and group psychotherapy, requiring special training of a professional counselor, help to better understand the meaning of the chosen activity or problems associated with self-determination.
Games with psycho-training elements. Successful examples of self-determination. By referring to them, the professional consultant increases the adolescent's confidence in solving his problems related to his future profession and employment. Labor holidays - these events contribute to the prestige of specific professions.
Fourth group. Building a sequence of actions to achieve the intended goal. Actions should be clearly formulated and depicted on a piece of paper in the form of a diagram that clearly represents the student's possible professional prospects. It is better to offer several variants of such sequences (in the form of “trees” and “branches”) in order to build an optimal trajectory out of them, including taking into account the range of professions offered by a school or a specific professional educational institution.
In Russia, vocational guidance work after a long break (from the mid-1930s) resumed on a large scale from the mid-1980s. At first, in sponsored schools of large enterprises, such work was carried out at the level of "career guidance activities", individual "research" and consultations, and then in many schools the course "Basics of production. Choice of profession".
This is how the approximate plan of vocational guidance classes with high school students in the mid-1980s, developed by E.A. Klimov and S.N. Chistyakova, looked like:
1. Classification of professions:
General overview of the classification;
Types of professions;
Profession classes;
Departments and groups of professions;
The formula for choosing a profession.
2. Person and profession:
Interests, inclinations, abilities;
Health and profession
Professional suitability;
Consciousness and independence of choice;
Self-education and choice of profession.
3. Components of success:
Professional plan;
The main reasons for mistakes and difficulties in choosing a profession;
Professional advice;
Profession characteristics - professiogram;
Where to get a profession.
In general, such a program, due to its seriousness and even a certain "academic character", was more designed for adults who are getting acquainted with the basics of career guidance, but not for schoolchildren. In addition, in those years there were still quite a few activating and playful methods of work, so the classes were not very interesting and their success largely depended on the charm of the teacher-professional consultant.
In the second half of the 1980s. tests and subtests of abilities were actively used. Cycles of classes were conducted with senior pupils, in which pupils in special "Notebooks for choosing a profession" filled out answer forms using various psychodiagnostic methods. As a result, information was accumulated for each student, on the basis of which it was possible to derive a professional consulting recommendation.
As an example of a modern program of vocational guidance work with students, one can cite the program of the group of authors led by S. N. Chistyakova "Your professional career". In this program, together with theoretical (general orientation, educational) material, various activating methods are used (career guidance quizzes, games, crosswords, discussions). At the same time, traditional forms of work (even with an element of folklore in the form of proverbs dedicated to work and the choice of a profession) and new, experimental directions of vocational guidance are organically combined.
Interesting experience of career guidance is accumulating in the regions of Russia. For example, in the work of A. V. Mordovskaya "Theory and practice of life and professional self-determination of high school students" describes the experience of vocational guidance work, taking into account ethnic
features of the peoples living in Sakha (Yakutia). The program of vocational guidance work proposed by the author is based on certain national traditions and is built taking into account the peculiarities of labor activity in the conditions of this difficult East Siberian region.
The lack of attention of the current authorities to career guidance provokes to look for other approaches in rendering assistance to self-determined people.
On the whole, we have to admit the fact that the domestic experience has not yet been studied to the required extent.
1.2 New methods of career guidance
1. Pre-profile training.
Pre-profile training, first of all, is designed to make it easier for the student to choose a further direction in his studies. But since it is held in the ninth grade, after which many schoolchildren continue their studies in vocational education institutions, there is a need not only for profile, but for vocational guidance. The definition of a professional path is no less relevant for students who are going to continue their studies in the tenth grade. Indeed, when choosing the direction of study and the subjects that the student will study, the question inevitably arises not only about the inclinations and abilities of the student, but also about the expediency of taking a particular course.
There is one more reason to engage in vocational guidance with schoolchildren. Profile education should, on the one hand, contribute to the formation of an individual educational scenario, but on the other hand, it can limit the educational space for children with diverse interests. For many gifted children, abilities are manifested in a wide variety of areas - in mathematics and literature, or in music, for example. Profiling can narrow the scope of a student's education, leaving out areas that are important to him. Carrying out vocational guidance work should help to avoid such mistakes.
Another problem is what kind of orientation help the students themselves need, what life values and ideals are among young people. A study by S. Novikova (School Director, No. 8, 2005) shows that the overwhelming majority of schoolchildren call material well-being as the main value in life. And only in the fifth place in the ranking is the achievement of success in the professional field. Accordingly, the priorities are set in the motives for choosing a future profession: in the beginning there is a high salary, prestige and prospects of the profession, and only at the end (3% of the respondents) - self-realization in the profession. But this does not mean that in the future they will be satisfied only by the external aspect of value orientations and will not be interested in the opportunity to improve themselves, use their creative potential, and get satisfaction from work.
Many teachers, especially those living in small towns and villages, believe that given the current situation on the labor market, vocational guidance is not needed. They believe that a school graduate should only think about how to find a job.
But if you agree with the opinion that vocational guidance is needed, many other questions arise. The first is when to start this work? Some believe that in ninth grade, adolescents are not yet ready to comprehend vocational guidance problems. Others are convinced that career guidance work in the 11th grade is meaningless, since all schoolchildren have already chosen a profession for themselves. The opinion of psychologists is that in the fifth or ninth grades, the student absorbs not only educational, but also other, often more significant for career guidance, cultural information. At this time, it is necessary to talk with children about the essence of human labor and its social relevance. It is then that the ninth grade will be not so much pre-profile as self-valuable as the final grade of basic school.
By the way, the results of a study conducted in 2005 by the Genesis Psychological Center indicate that ninth-graders are in the most “sensitive” age period for career guidance work, and more than 70% of primary school graduates already have a fairly clear idea of the area of future work. The data of the questionnaire survey of students and their parents in schools in Nizhny Novgorod show that the majority of the respondents are inclined to ensure that specialized education begins not even from the 9th grade (24%), but from the 5th grade (30%).
Not all students of the tenth specialized grades are going to associate their careers with the chosen profile. About a third of schoolchildren studied during the year in a profile that did not correspond to their real desires and capabilities. Since changing a profile always presents difficulties of both organizational and psychological nature, it is worth putting more effort into pre-profile training and career guidance work.
If by the 11th grade a teenager has already chosen a specialty, this choice often has to do with various forms of pre-university training, which his parents, and not himself, took care of. The choice of a profile and a place of continuing education is often made by parents. Such a choice is often determined only by the amount of money that parents are willing to spend on the child's admission to a university. Psychologists often talk about the phenomenon of parents "programming" their children for goals that they did not achieve in their life, but consider them acceptable for their child. Therefore, the opinion of parents sometimes needs a constructive opponent. The school can take on this role. Each of the future graduates will have to set priorities for themselves in choosing a particular specialty, position, social and professional role, life mission.
2. Specialized education.
The model of the system of specialized education is based on the principle of intraschool differentiation and profiling, in which classes are created that, through the system of lesson activities, provide academic knowledge of the basic minimum within the framework of the basic curriculum, and groups where the tasks of specialized education are implemented through special and elective courses in four areas: social -economic, socio-ecological, socio-humanitarian and international tourism technologies.
Profile training is laid at the third stage (tenth-eleventh grades), when elective courses appear in the curriculum, reflecting the type of profiling. At the second stage (ninth grades), training is pre-profile. For the propaedeutics of profile education, many subjects are studied according to adjusted programs, which provide for the transfer of part of the content of the educational material of high school programs to the fifth-ninth grades at a level accessible to the age of children.
3. Career guidance centers.
Currently, there are only a few vocational guidance centers. Its tasks include familiarizing schoolchildren with the changing needs of the labor market and with the demands of employers. Teenagers can acquire here the skills of adequate self-assessment of their professional capabilities, get acquainted with various professions and the main ways of obtaining specific specialties, get advice on other issues related to choosing a profession. In all these areas, the Center conducts methodically secured and comprehensive vocational guidance work, which has a massive and - what is very important - quite systematic nature.
A similar center, for example, exists in the city of Khimki, Moscow Region. Almost all ninth-graders take a career guidance course. The positive experience of the center is confirmed by the results of sociological research, which provide data on the professional self-determination of the city's youth. The number of adolescents who, upon completion of the vocational guidance course, independently chose their future specialty, increased to 52%. Those who took into account their interest in the profession became 42%, and those who took into account their abilities - 34%. About three quarters of ninth-graders do not even think about the problem of professional choice, and 35% do not know where to go to study further.
Management of the process of professional self-determination.
Vocational guidance work is understood by the center as the management of the process of professional self-determination of schoolchildren. And its goal is for the student to fully reveal his business potential, be able to take into account specific socio-economic conditions, orientate himself on the labor market, and master the skills of negotiations with potential employers. Business potential is viewed as a set of personality traits that are professionally important for a given person.
The vocational guidance course, or the "Choice of Profession" program, implemented by the center, includes 5 sessions of 1.5 hours each. Within its framework, the diagnosis of professional inclinations and interests is carried out, the main aspects of professional self-determination are studied. In fact, a career guidance course begins for schoolchildren in grades 7-8. Career guidance games and preparatory classes offered by the Center significantly increase the efficiency of the main work - with ninth-graders. The course does not end there; informational work is carried out with pupils of the 10th and 11th grades. They get acquainted with the Labor Code of the Russian Federation, learn how to write a resume correctly, and acquire skills of self-presentation. In addition, everyone who has completed the training course can get additional advice, take part in training or other career guidance programs and actions of the Center.
The Center's specialists have developed a "Workbook on vocational guidance for high school students", its use has significantly increased the efficiency of work.
It is advisable to work with adolescents in training groups. In such classes, in a playful way, situations are reproduced in which graduates will find themselves in the near future. The trainings develop skills of confident behavior when searching for a job and setting real professional goals.
The center provides a completely new service. The school submits an application with a request to help in the formation of specialized classes, and specialists develop for it a special career guidance program that corresponds to the training profiles that it introduces, we provide the necessary diagnostics according to the program. The results obtained in the course of this work are used in the formation of classes. In a similar way, the Center interacts with secondary specialized educational institutions. Cooperation agreements are concluded with them, and the professional interest of applicants is studied. This increases not only the awareness of their choice, but also the efficiency of the selection committee.
1.3 Professions preferred by schoolchildren
In 2005, computer testing of schoolchildren was carried out in Moscow in order to diagnose their professional intentions. The survey involved students in the eighth and ninth grades, as well as high school graduates. The choice of a profession and professional adaptation of a young person is determined by his social attitudes and life values, and their formation largely depends on the influence of the school, family and informal communication with peers. In the structure of external factors affecting professional choice and adaptation, these social institutions occupy the most important place.
The choice of a training profile, which is a step towards a future profession, according to 62% of students in the eighth and ninth grades, is a very difficult process. Their teachers adhere to the same point of view. But parents approach the choice differently, and only one tenth found it difficult to answer the question of which profile they would like to choose for their child. The opinion of pupils of the tenth specialized grades and their parents differs significantly from these estimates: 38% of tenth graders and 42% of parents admitted such a difficult choice.
The survey showed that eighth-graders and ninth-graders feel rather helpless in matters of professional choice and rely more on their parents. At the same time, parents overestimate the independence of their children, not noticing that the child is hoping for them. Pupils of the tenth specialized grades have already managed to rethink the role of teachers, parents, friends and are now showing the very independence that adults expected from them when they initially chose the educational profile. But still they reproduce the opinion of their parents.
Student preferences are distributed as follows. Pupils of eighth-ninth grades least of all would like to study in the humanities (11%) and most of all in the socio-economic (30%) class. Tenth graders, their parents and teachers also prefer a socioeconomic profile. However, compared to 2004, there are small changes. First of all, the share of the socio-economic direction decreased by 5%, and the share of the general education one increased by 7%. At the same time, almost every fifth pupil of the eighth-ninth grades (18%) finds it difficult to choose a profile class, and 70% want to be helped to make a choice. In general, all of them are not sure about the correctness of their today's choice. This is confirmed by the fact that the same ninth-graders do not have the same inclinations for the profile chosen from the proposed list, and for the profile determined by them on the basis of their interest in the academic subjects that make it up. The exception is the socio-economic direction. One of the reasons for this is the contradiction between individual interests and external influence. For example, in a child, the inclinations of a working profession (blacksmith, construction worker, driver) are quite obvious, and the boy seeks to study in a class of socio-economic profile, since this is considered prestigious.
The proficiency testing showed that when choosing a training profile based on interest in subjects, the place of residence of the student is essential. So, in rural areas, the technological profile is in the first place, and in cities - the socio-economic one. In the republic as a whole, ninth-graders in the first place are interested in the socio-economic direction, in the second - in the technological, in the third - in the natural and mathematical, and in the fourth - in the humanitarian.
Most schools with specialized classes cannot distinguish themselves by a variety of profiles. Traditionally, the senior classes continue to be divided into "humanitarian" and "mathematical". Most often, what they want is absent, and children learn not what they need. According to the results of the survey, 38% of tenth graders would like to study in a different profile, which is not in their school. Perhaps for the same reason, 49% of older students study in general education classes.
The majority of survey participants - 55% of schoolchildren, 51% of parents and 43% of teachers - expect that specialized classes are better prepared for entering an educational institution. Some of the respondents - on average 19% from each group - believe that the students will also receive vocational training. And only 21% of teachers and 6% of students say that the meaning of specialized classes is to decide on a profession. Not all students of the tenth profile grades, judging by the testing, are going to associate their careers with the chosen profile. So, to the question: what do you think, can you get a profession and work according to the training profile that you have chosen, we received the following answers. I can, but would not like - 14% of respondents answered; I can't - 3% counted; found it difficult to answer 11%. Thus, the number of students who studied during the year in a profile that does not correspond to their real desires and capabilities is again equal to almost a third –28% (including those who found it difficult to answer). The transition of high school students from one profile to another is practically not worked out and is fraught with negative consequences. In this regard, it is important that schoolchildren are identified with a preferred profile at an earlier period. You cannot do without the help of parents and subject teachers.
Against the background of these problems, the percentage of eighth-graders who believe that they have already chosen a profession for themselves seems excessively high. On average in the republic, the share of such students is 51.9%. And among ninth-graders, according to a computer survey conducted this year, there are 60% of them. From such results, it should be concluded that vocational guidance work, lessons on the course "Your professional career" and similar ones should be carried out much earlier, perhaps starting from the fifth grade. With the correct organization of the cognitive process, this will change the current picture on the "school labor market" and raise the status of blue-collar professions (in basic school, many more children prefer this kind of work).
Choosing a profession, everyone decides for himself what can serve as a selection criterion for him. Some, naturally, are guided by family traditions, for others the prestige of the profession is more important. From the answers to the questionnaire on this topic, it is clear that children almost completely reflect the positions of their parents, the differences between their opinions are not particularly significant. Adults, although they realize the importance of such parameters as the demand for a profession and the ability to self-actualize in it, still largely underestimate the role of these factors. Therefore, it is necessary to intensify work in this direction with both parents and children.
The choice of a profession also presupposes the choice of an educational institution in which it will be obtained. The test results indicate that in the eighth grade there are significantly more applicants to enter a technical school and vocational school than in the ninth grade. Taking this into account, it is advisable to develop support programs for students who have chosen blue-collar professions. Then their choice will remain relevant at the time of graduation.
Table 1.3.1. Motives for choosing a profession: according to students and parents.
A computer survey allows us to draw the following conclusions. If recently there has been a continuous increase in those wishing to enter a university, then this year this trend has stopped for the first time. The change is especially noticeable in rural areas and in large industrial cities. Interest in technical and vocational schools has increased. The percentage of ninth and eleventh graders who have not decided where to study after graduation is steadily declining. The proportion of students who at the time of the survey have already chosen their future profession is increasing.
Between a third and a half of the respondents consider the lack of knowledge to be the main problem when entering vocational educational institutions. In second and third places are material difficulties and health problems. If we take the previous polls as a starting point, then we can conclude that the lack of knowledge seems to be less and less a problem for school graduates. But since in reality the quality of knowledge of graduates does not improve, it is logical to assume that such an opinion was developed due to the availability of higher education on a paid basis.
Last year, for the first time, such a parameter as the gender of a student was taken into account in professional testing. The results of the study confirmed the need to highlight this position, it is especially important when analyzing students' interests in areas of activity. There is a conventional division into the so-called male and female professions. As a rule, girls become teachers, and, for example, boys become builders and drivers, physics, computer science, technology, physical education, according to the interest of girls and boys in them, can be designated as “male” subjects. And such subjects and spheres of activity as a foreign language, art, medicine are more attractive for girls, which allows them to be conditionally classified as “female”.
Compared to 2004, the level of interest among graduates has become lower in relation to all subjects and fields of activity. However, considering the results of the 2002 proficiency test, when the same children who were then in ninth grade were interviewed, one comes to the conclusion that their interests have changed only insignificantly. The exceptions are art, management, jurisprudence, economics, the prestige of which in the eyes of schoolchildren has grown by an average of 5%, as well as computer science and physical education - interest in them has dropped by 5%.
Analyzing the data of the computer survey, we can conclude that the interest in the fields of activity and related academic subjects among rural boys and girls is higher than among urban ones. When comparing the indicators, a gap is found between the levels of interest of rural and urban graduates in favor of the former. The least attractive for the villagers is art, computers, economics, and jurisprudence. But if last year rural graduates were very little interested in these areas of activity, then this year they overtook the indicators of urban peers and today they more often choose pedagogy (30.5%), medicine (25%), philology (13%), sports ( 29%).
Thus, in comparison with the 2004 survey, the latter testifies to some positive tendencies in the professional intentions of students: for example, the orientation towards the labor market and interest in physical labor are increasing. These moods must be used and reinforced in complex career guidance work.
CHAPTER 2. NECESSITY TO USE NEW METHODS P R-TECHNOLOGY UNIVERSITIES (TECHNICAL SCHOOLS, SCHOOLS), FOR FORMING A PROFESSIONAL WORLD OUTLOOK IN SCHOOLS (THE EXPERIENCE OF TUMGNGU)
2.1 Types of vocational guidance work TyumGNGU
A profession in the mind of a person is often associated with fate, with a life purpose. The meaning of the vocational guidance work of the university is to help high school students correctly and timely orient themselves in the world of modern professions and not make a mistake in choosing the future.
Tyumen State Oil and Gas University has developed a system of PR-methods, which helps schoolchildren to choose their future profession. This system is annually updated and supplemented, and this year it contains 12 main directions:
1. Open day of TyumGNGU.
2. Visiting "Oil and Gas Open Day".
3. Institute open door day.
4. Regional Graduate Day.
5. Newspaper "Crab" (Briefly for the applicant).
6. Competitions for applicants.
7. Competition for the best career guidance work of the educational department of TyumGNGU.
8. Research of vocational guidance of schoolchildren (conducted as part of an open day).
9. Agreement with schools on cooperation.
10. Preparatory courses.
11. Visits by representatives of TyumGNGU to schools in the city of Tyumen and the Tyumen region.
12. Vocational schools.
1) Open House Day.
In the direction of informing schoolchildren, Tyumen State Oil and Gas University use new PR-technologies, in addition to traditional PR-methods. So, to notify students about the Open Day, each student is given an individual invitation card. A colorful information poster is displayed in the hall of the school.
At this event, students can get acquainted with teachers and students of the university, receive reference and advertising materials about the departments and specialties of the university, learn about scientific and creative competitions held by TyumSOGU for applicants.
In addition, the organizers of the event are preparing an entertainment program, including concert performances of TyumGNGU stars, the legendary KVN team, a fashion theater show, etc.
TyumGNGU uses innovative PR-technologies in vocational guidance work with schoolchildren. An innovation of this year, for example, was the "Golden Head" campaign jointly produced with the Technomir company, with the selection of winners in the nominations "The smartest first grader", "The smartest second grader" .... "The smartest eleventh grader". Such an event is aimed at early career guidance by involving students of all grades in the life of the university.
2) Exit day of open doors.
An off-site open day is also an innovative PR-method of career guidance. Its essence lies in the possibility of schoolchildren, without leaving school, to get acquainted with the university, the rules and conditions of admission
As part of the event, schoolchildren get acquainted with the teachers and students of the university; ask questions about the conditions of admission and the rules of admission to study at TyumGNGU under the programs of higher, secondary and primary vocational education; receive reference and advertising materials about the departments and specialties of the university.
The exit day of open doors of the university is held on the basis of the assembly hall of the school. The event is organized by the university.
3) Institutional Open Day.
It is carried out on the basis of each institute, when the applicants have roughly decided on the choice of their future specialty. At this event, the applicant can see the departments of the institute, the awards of the institute, walk through the classrooms, get acquainted with the technological equipment, talk with specialists about specific specialties and professions.
4) Regional Graduate Day.
TyumGNGU is the only higher educational institution in the region that holds the Regional Graduate Day. It was held for the first time this year on the square of the 400th anniversary of Tyumen. The structural divisions of the university were located on the square. Each structural subdivision exhibited an information stand with information about the subdivision as a whole (an exhibition of tablets by specialties and directions is not allowed), a counter with advertising products, a mini-exhibition related to the professional direction. Each structural unit was represented by students and employees of the structural unit, dressed in suits with corporate identity. Representatives of structural divisions consulted children, held small competitions (sports, quizzes, sweepstakes, etc.) with the presentation of souvenirs. The selection committee handed out information and advertising products (reference books, guides, newsletters, leaflets, etc.), advised on the rules of admission to the university. The PR-action took place throughout the entire Tyumen region and covered 18 branches located in the region.
The ceremonial part of the event consisted of a concert program of "Stars of Neftegaz", live broadcasts from the branches of the university, as well as from all kinds of shares of companies: "Gazpromoptika", "Neftegazstrakhovanie" and others.
5) Newspaper Crab (Briefly for the applicant)
The Crab newspaper is published once every two months. It contains complete interesting and timely information to help the applicant.
The newspaper is published by the selection committee and distributed to schools in Tyumen and in the south of the region.
6) Competitions for applicants.
Tyumen Oil and Gas University holds 7 competitions for applicants:
1. "Crystals, minerals, rocks and minerals"
2. "GEO8TAK"
3. Competition "IntraInventor"
4. Competition of scientific works of students in technical, humanitarian and natural sciences.
5. Quiz for high school students "I choose Oil and Gas".
6. Olympiad in management.
7. Olympiad in Economics.
The goals and objectives of the competitions are:
To assist in the development of students in secondary schools, gymnasiums and lyceums of interest in scientific creativity, creative thinking and independence in solving scientific problems;
To identify the most gifted and talented students of secondary schools and gymnasiums, to use their creative and intellectual potential for solving urgent problems of science on the basis of the Tyumen State Oil and Gas University;
Promote the exchange of experience between creative youth;
Promote the involvement of school and gymnasium students in research work;
Within the framework of the competition, I, II, III places are awarded. The winners who took the 1st place in the directions, provided that at least 10 applicants take part in each direction, are given the maximum score in one of the entrance tests, at the choice of the applicant, subject to a positive result. All participants are awarded with memorable souvenirs and certificates.
7) Competition for the best career guidance work.
This competition is held annually. All educational subdivisions of TyumGNGU can take part in it: departments, institutes, support branches and a machine-building technical school.
Objectives of the competition:
Improvement of vocational guidance and advertising and propaganda work of educational departments of TyumGNGU;
Increasing the interest of the educational departments of Tyumen State Oil and Gas University in activating vocational guidance and advertising and promotional work;
Improving the image of TyumGNGU and the effectiveness of the admission campaign.
For the organization of vocational guidance and advertising and propaganda work of Tyumen State Oil and Gas University, by order of the rector, each educational subdivision is assigned a list of secondary schools and secondary specialized educational institutions in Tyumen. The directors of the institutes (branches, engineering technical school) approve plans for career guidance and advertising and promotional work, based on the results of which, an assessment is made and a winner is selected.
8) Research of vocational guidance of schoolchildren.
Every year, at the Open Doors Day of Naftogaz, a survey of applicants about the career guidance work of schools and universities (technical schools, colleges) is carried out.
9) Agreement with schools on cooperation with TyumGNGU .
The contract is organized according to the major disciplines,
included in the list of entrance examinations for admission to TyumGNGU. To date, more than 10 schools have applied for this agreement.
10) Preparatory courses.
11) Visits by representatives of TyumGNGU to schools in the city of Tyumen and the Tyumen region.
12) Vocational schools.
They are created to unite students according to professional interests, as well as the early formation of their knowledge, skills and abilities necessary in their future profession.
There is already a PR-school in TyumGNGU. It is planned to create schools: "Young Geologist", "Young Transport Worker", "Young Economist".
2.2 The role of vocational guidance work of the university in the self-determination of schoolchildren: the results of a sociological survey
The largest audience of consumers of educational services of Tyumen universities are 11th grade students. In order to clarify the motives for admission to TyumSOGU, as well as general trends in choosing a specialty, November 26, 2006. at the Open Doors Day, a sociological survey of schoolchildren of Tyumen educational institutions was conducted. The survey was attended by 227 people. Of the respondents, 4% are 14 years old, 15% - 15 years old, 58% - 16 years old, 21% - 17 years old, 2% - 18 years old. Most of those who attended the Open House learned about the event by receiving an invitation card or seeing a poster at the school.
Table 2.2.1 ... Sources of information Naftogaz Open Day
At the Doors Open Day, 50% of the respondents were prompted by the desire to enter Naftogaz and 12% came to receive reference booklets about specialties.
Table 2.2.2. The reason for schoolchildren attending the Naftogaz Open Day.
Most of the high school students surveyed are going to get higher education, the majority of young Tyumen residents by this time have decided on the choice of a university:
Table 2.2.3. Schoolchildren's preferences in choosing a university
Since the majority of graduates have already decided on the choice of an educational institution, the authors were interested in finding out the chosen specialty:
Table 2.2.4 Preferences of schoolchildren in the choice of specialties of institutes TyumGNGU
To identify the determining factor in choosing a specialty, high school students were asked the question "What influenced the choice of a specialty?" For schoolchildren, the decisive factor in choosing a specialty is its prestige (30%) and their own vocation (28%). Parents' recommendations also have an impact on the choice of high school students upon admission to any educational institution —16%. For 13% of the respondents, the determining factor is the guarantee of employment.
Table 2.2.5. A fact influencing the choice of a future specialty by schoolchildren.
As the research has shown, by far the most common vocational guidance activities are vocational guidance lessons at school, as well as intra-school contests related to the choice of a profession. Of no small importance are meetings with university professors representing various professions and specialties, and meetings with representatives of the selection committee.
Table 2.2.6. Basic methods of professional work in schools .
| Answer options | Number of replies | % |
| career guidance lessons organized by teachers | 111 | 43 |
| intraschool contests related to the choice of a future profession | 42 | 16 |
| meetings with teachers of universities (colleges, technical schools) representing various professions | 31 | 12 |
| meetings with teachers of admissions committees | 24 | 9 |
| circles organized by teachers of universities (colleges, technical schools) | 6 | 2 |
| competitions organized by teachers of universities (colleges, technical schools) | 10 | 4 |
| conferences organized by teachers of universities (colleges, technical schools) | 9 | 3 |
| nothing was done | 30 | 11 |
These are the results of the study that affect the quality of vocational guidance work in the context of its modernization. Of course, this problem requires further systematic and systematic research.
CONCLUSION
A profession in the mind of a person is often associated with fate, with a life purpose. The essence of vocational guidance work at school boils down to helping children and their parents find their bearings in the world of modern professions correctly and in a timely manner and not make a mistake in choosing the future. Currently, school graduates experience enormous difficulties in their professional self-determination. They have practically no understanding of the labor market, they are poorly informed about the world of professions, about the requirements for personal qualities and professional training of specialists, about working conditions and employers. Professional orientation is a complex process. For a teenager to make the right choice, it is not enough to diagnose him and talk about a particular profession. He must be convinced that this is the best choice of all possible for him, corresponding to his capabilities, abilities and aspirations.
In the course of the work done, the authors identified the following problems of vocational guidance for schoolchildren. First, the role of vocational guidance work with schoolchildren is underestimated in the minds of teachers of general education schools. Superficial work with students begins only at the last stage of school education. In a number of schools in the city of Tyumen and the Tyumen region, even a minimum of vocational guidance activities is completely absent.
Secondly, due to the fact that schoolchildren are limited in obtaining knowledge about professions, the choice is formed based on the opinion of parents, family traditions and professions advertised in the media. Being in the process of professional choice, the student is not able to make it consciously and independently. As a result, entering one of the specialties under the influence of all sorts of factors, except for vocational guidance work, after 2-3 years, the student realizes that
his choice was wrong. And as a consequence - a loss of time for retraining.
Currently, there is another problem - the problem of using outdated PR-methods in the activities of universities. The vocational guidance work of the latter is limited only to the distribution of advertising and information booklets and the holding of open days. Modern schoolchildren need innovative methods of career guidance work with them.
One of the positive experiences is evidenced by the sociological research conducted by the authors. TyumGNGU is one of the few universities that has developed its rich, purposeful and systematic career guidance work. This program of TyumSNGU covers all stages of school education. Therefore, by the time of professional self-determination, each student clearly knows what specialty he will enter. The vocational guidance work of TyumGNGU is constantly updated and supplemented. Its advantages lie in the fact that it uses innovative PR-methods in its activities, ensuring the maximum effect of the work done. An exit day of open doors contributes to the dissemination of information about the university within a particular school. Competitions for applicants stimulate modern youth to be initiative and creative. The regional graduate day combines a festive and educational function. The profile school of PR-a creates all the conditions for the most successful admission to a university in this area. The creation of new specialized schools will help to attract students interested in this area. This and much more helps schoolchildren to correctly and timely navigate in the world of modern professions and not to make mistakes in the future.
BIBLIOGRAPHY
1. Didactic material for the course "Your professional career" / Ed. S.N. Chistyakova. -M., 1998
2. Klimov E.A. How to choose a profession. M., 1997.
3. Criteria and indicators of readiness of schoolchildren for professional self-determination / Ed. S.N. Chistyakova, Zhurkina A.Ya.-M., 1992
4. My professional career. A manual for students, Moscow, 2002.
5. Manushina O. "Vocational Guidance Center" // Director of the school.-2006.- №1. S.81-83.
6. Martina N. "Formation of readiness for professional self-determination" // Director of the school.-2006.-№3. S.65-71.
7. Professional self-determination and professional career of youth. A student manual. M., 1999.
8. Pryazhnikov N. "Directions and methods of career guidance" // Director of the school.-2006.-№2. S.79-84.
9. Pryazhnikov NS Pryazhnikova L.E. Career guidance. M .: INFRA-M, 2006.
10. Psychological support for choosing a profession. Tutorial. M., 1998.
11. Khvostov V. "Pre-profile training" // Director of the school.-2006.-№2. S.83-85.
12. Shafigulina G. "Professions preferred by schoolchildren" // "// Director of the school.-2005.- №5. S.89-93.
13. Shcherbo I. "Implementation of profile education at school" // "// Director of the school.-2005.- №4. S. 47-56.
14. Regulations of TSNGU on the Open Day.
15. Regulations of TSNGU on competitions for applicants.
16. Regulations of TSNGU on the Best career guidance work of institutes.
17. Regulations of TSNGU on the Regional Graduate Day.
ANNEXES
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The issues of self-determination of schoolchildren are actively discussed in modern pedagogy and educational psychology. The relevance of this topic is due to many factors. The development of science, the creation of new technologies and high-tech industries inevitably increase the requirements for the general education level and professional qualifications of each individual graduate of an educational institution. The ever-increasing flow of scientific information and changes in scientific concepts associated with it require new approaches to educational programs.
Professional self-determination is a complex dynamic process of a person's formation of a system of their fundamental relations to a professional and labor environment, the development and self-realization of spiritual and physical capabilities, the formation of adequate professional intentions and plans, a realistic image of oneself as a professional.
A student must now be prepared in accordance with the demands of the modern information society, the emerging ideology of which determines that labor activity and the associated professional orientation now do not "adjust" a particular individual to the requirements of the profession, but take into account, first of all, his personal characteristics, inclinations and motivation, providing opportunities for his fullest self-realization and satisfaction from his activities. This increases the degree of his responsibility as a future employee, activity, flexibility of thinking, ability to continuous learning, etc. And this is regardless of the scope and direction of activity.
Moreover, in modern conditions, professions arise, the existence of which was previously impossible, therefore, vocational guidance and education should be aimed not so much at obtaining a specific profession, as at the type of professional activity in general. In this case, the student's personal efforts come to the fore. Both his economic and social viability depend on his competence, qualifications, ability to use new knowledge.
This means that specialized education should ensure a minimum (basic) level of mastering state standards of general educational training by all students, as well as a wide choice for students of the content of education and the level of its mastery, providing adolescents with the opportunity to design their future and form the necessary resources for making a conscious responsible professional choice. ...
Profile education is a means of differentiation and individualization of education, when due to changes in the structure, content and organization of the educational process, the inclinations and abilities of students are more fully taken into account, conditions are created for the education of high school students in accordance with their professional interests and intentions in relation to continuing education.
The purpose of vocational guidance work is to activate the process of self-knowledge, self-determination. At the same time, it is absolutely not necessary that a young man or girl immediately choose a narrow professional field, it is important that they orient themselves in broader professional areas (humanitarian, technical, economic, natural science, etc.), so that they understand what activities are close to them in interests, abilities, character traits.
According to the psychologist Pryazhnikov N.S. the direction of vocational guidance to systemic motivation is the most important, because encourages students to take responsibility for their professional choices, and also motivates them to pursue self-directed training in their chosen professional field.
The main idea of the renewal of the upper stage of general education is that education should become more individualized, functional and effective. Profile training presupposes a sufficient level of personality autonomy. Autonomy is determined by the ability to isolate oneself from the world of the people around, the ability to separate one's goals from the goals of parents and other significant persons, an understanding of the integrity of one's personality, the desire for self-realization, the level of realism in making career decisions. Selection for specialized classes should be considered as a means of forming a realistic idea of students about themselves, as an element of systematic psychological and vocational guidance work at school.
The most important stage in the organization of profile education is the moment of direct choice, drawing up by a high school student of a project of his own individual plan. An individual curriculum is understood as a set of subjects (courses) selected by students for mastering from the curriculum of a general education institution, drawn up on the basis of the Federal Basic Curriculum.
All subjects studied at a specialized school are divided into three groups: compulsory subjects, elective subjects studied at three levels: basic, advanced and specialized, as well as elective courses.
Basic courses are designed to complete the basic education of students in non-core subjects or areas, they can be integrated. Profile courses are designed to expand and deepen the general education of students in the chosen field of education. It is desirable that the choice of specialized subjects correlated with the set of exams that the school graduate will take.
Professional tests, social practices;
Deepening of individual topics of compulsory subjects of the federal component;
Propedeutics of university disciplines;
General developmental trainings;
Satisfaction of cognitive interests;
Expansion of individual topics of compulsory subjects of an applied nature.
The next stage is the coordination and correction of projects of individual curricula submitted by students and the development of a consolidated curriculum of a specialized school for the current academic year, which begins with determining the boundaries of supply and demand. The organization of specialized training implies: the work of the senior school through a group-flow schedule with the preservation of the class team as a unit of educational and social work. The composition of the classroom is formed taking into account the psychological comfort of the interaction of the class teacher - student - parent.
The scheduling of training sessions according to individual curricula is associated with the formation of the so-called educational complexes. To compose a complete educational complex means to occupy all students in parallel with one or another subject in a given lesson, which is sometimes not possible when organizing the educational process, because in some subjects one teacher works in several study groups. Therefore, 10-graders inevitably have “windows” in their schedule.
The task of the teaching staff is in the qualitative satisfaction of the social order - teaching the student at the chosen level of study of subjects, regardless of the current performance of the former 9th grade student. The child has the right to set himself overestimated, in the opinion of teachers, goals in education. It is the task of teachers to help him achieve this level, to support his initial impulse to be more successful after graduating from school and implementing his professional plan. It consists in an individual approach to students not only through the implementation of the IEP, but also the formation and support of educational motivation, which has a natural tendency to decrease among 10-graders. It is also important to adjust the range of applied pedagogical technologies, because learning takes place no longer in specialized classes, which are formed on the basis of an assessment of the abilities and inclinations of students, but in groups formed by students' choice, i.e. groups with different levels of training. This cannot be achieved without the internal motivation of the teaching staff to work in new conditions - pre-profile and profile training of students.
The criteria for the effectiveness of the results of psychological and pedagogical support of students in the context of specialized training are:
The success of the adaptation of students to learning in specialized classes, which is manifested in a decrease in the level of anxiety, frustration in a situation of choice;
Student satisfaction with the choice of profile; identification and correction of learning difficulties, as well as the effectiveness of teaching high school students in a specific profile;
- an increase in the level of motivation and an increase in the quality of academic performance, the indicators of which are: the coincidence of internal and external motivation for learning, the development of sustainable cognitive interest;
Increasing the level of psychological readiness of students for professional self-determination, which can be diagnosed through the formation of students' professional plans.
Problems of professional self-determination of schoolchildren.
I am interested in the future because I am going to
spend the rest of your life in it.
Charles Ketterling
One of the most important questions that arises in the life of every person is the question of the right choice of profession. The correct answer to this question today, in a constantly changing economy, is extremely relevant. We all see how radically the economic conditions in Russia have changed, how quickly the labor market is changing. This means that it is becoming increasingly difficult for young people to take advantage of the advice and experience of their parents, teachers and friends. Today, everyone who is not indifferent to their life path and, as a result, the level of well-being and satisfaction with life, must go through the path of choosing a profession on their own. This is not an easy task, but it is very important. It is important that the choice of a profession, educational institution and further work are planned not only freely, but also absolutely realized.
On the one hand, planning your professional prospects is a personal matter for each person, it is the highest manifestation of his freedom and responsibility for his own happiness. But on the other hand, a person lives in a society and what he will do in this world should be of concern to this society.A young person living in an average Russian city chooses an average of about 700 professions, and a resident of large metropolitan areas such as Moscow and St. Petersburg - from 2-3 thousand. At the same time, low awareness of the labor market about their opportunities andpersonal orientation allows us to say that the choice is made almost blindly.
The task of choosing a profession is quite paradoxical. The paradox is that, on the one hand, each profession is a whole complex world, to become familiar with which it takes years and studies and adaptation of young specialists to the professional community. At the same time, on the other hand, before choosing a profession, one must already know in advance what to choose from. The situation of professional self-determination for senior schoolchildren and the situation of irresistible uncertainty for him. The matter is aggravated by the fact that, with all the diversity and complexity of the world of professions, great difficulties are also caused by orientation in one's inner world, in personal qualities, without which self-determination as a deliberate conscious process is impossible. Since the world of professions is changeable (professions arise, split up, unite, die off), it should be the subject of constant study and tracking.
The number of professions these days is measured in five digits, and their world is a moving picture. According to various studies, ninth-graders, for example, can name, on average, only 20-26 professions, so career guidance is often spontaneous. Much of what concerns the world of professions, one must comprehend with the mind, mentally. And here an indispensable means of orienting an optician is not just a "picture" and not only a live, objective visualization, for example, with the help of excursions to production, but a deliberate word, speech, in particular a specially constructed informative and motivating text, a description of the profession. The study of the motives for choosing a profession by schoolchildren showed that the advice of others plays a significant role in this: 25% of children choose a profession under the influence of a friend who is more independent, 17% - on the advice of their parents, 9% - under the influence of the media. Another 9% are guided by minor factors, for example, the proximity of the university to home, and only 40% of adolescents choose a profession, focusing on the content of their activities. The introduction into the curriculum of schools of the course of the basics of economic knowledge allows you to change the guidelines and eliminate gaps in knowledge about the surrounding reality. The solution to the problem of choosing a profession can be not only rational, analytical, but also emotional and synthetic.
Having studied the research data on this problem, specific tasks of professional self-determination were identified:
1. Constant formation of general readiness for future working life and professional self-determination.
2. Psychological and pedagogical assistance in professional choice (vocational educational institution, profession and specialty, place of work).
3. Psychological and pedagogical assistance in mastering an already chosen profession in a vocational educational institution, at work.
4. Self-improvement in the work performed.
5. Mastering related types of professional work.
The profession we choose must correspond not only to the demand in the labor market, but also to employers. She should also like it, be interesting. And looking ahead, I will say that it should also correspond to our capabilities. Of course, before choosing any profession, you need to know enough about it. There are several ways to find and collect information about professions.
First, a person can ask knowledgeable people to tell about professions of interest.
Secondly, a person has the opportunity to read about professions in literature or learn about some of them from films.
Thirdly, in some cases it is possible to observe the labor activity of specialists at their workplaces.
Fourthly, sometimes there is an opportunity to try to work on your own. The most complete and accurate information about the professions is at the disposal of specialists engaged in professional consulting.
What is a mistake in choosing a profession, what caused it and what is its cost? The error may be due to the absence, lack or distortion of information. For example, a person has a vague idea of their abilities. Sometimes underestimated, more often overestimated. Also, young people are little informed about the content of their future profession. "If I knew what awaited the astronauts, it would be better if I went to work!" Younger schoolchildren want to be: teachers, doctors, engineers, educators, policemen, salesmen, cosmonauts, pilots, border guards. In the senior grades, preferences change: the range of professions chosen is narrowed to three or five, the content of which is known by hearsay. Adults play an important role in the distortion of choice, forming prejudices in children against certain professions. Practically all authors working on this problem paid attention to mistakes made in choosing a profession. One of the most common mistakes when choosing a profession is choosing for reasons of "prestige". But "prestige" is a relative concept. A hundred years ago, the profession of a chauffeur was considered more prestigious than the profession of an actor. As for the fashion for the profession, then, as KS Stanislavsky said, fashion exists only for those who do not know how to dress themselves.
Some young people, obeying the old instinct, choose a profession "for the company", forgetting that there are no two identical people, that they choose a way of life for many years, and not a company for a picnic. Many students have favorite teachers who love and know their subject. Such people convey not only knowledge, but also their attitude to the subject. Oddly enough, in this case, too, there is a risk of making a mistake in choosing a profession if one equates interest in the teacher and his subject with one's future profession. School years will pass quickly, your beloved teacher will no longer be around, and a business that seemed so attractive may turn out to be alien and uncomfortable, like clothes from someone else's shoulder. Often, interest in a profession flares up under the influence of a book or an amazing movie. People who are subject to other people's influence, who do not have their own views, more often than necessary, follow other people's advice. They are influenced by everything: TV series, advice from strangers, fashion. Of course, a mistake in choosing a profession is not fatal. Many famous people noted the role of chance in choosing a life path and the likelihood of other options. For example, without becoming a great chemist, Margaret Thatcher became a great politician.
Each profession has its own pros and cons. It is worth analyzing the professions you have chosen, writing down their advantages in one column, and their disadvantages in the other. Throughout their life, each person changes their profession on average 4–5 times. If this is not done, professional deformation may occur - a phenomenon that is noticeable only to others. Having formulated where you want to go, you need to determine where to start, that is, analyze your capabilities to achieve your goal.
Psychologists pay great attention to this problem. In modern psychology, there are several approaches to the study of the problem of professional self-determination; currently, preference is given to the classical approach - a comprehensive study of personality traits and focus on a particular field of activity. Motivation and awareness of the respondents are of great importance in professional self-determination.
Summarizing the above, I have developed an elective course program for ninth grade students who first encountered the problem of choosing a further educational route. The program will answer the following questions: what to be guided by when choosing a profession, how to assess your professional inclinations and abilities, how to find a match for them in the world of professions, what is the modern labor market, how to plan your professional future and many other questions.
Part IV. abilities and vocational guidance of students
Chapter 2. Professional self-determination of students (E.M. Borisova)
IV.2.1. Difficulties in choosing a profession.
As the experience of professional consulting work shows, students who have not chosen a profession often turn to a psychologist with a request to determine what type of activity they are most capable of, expecting to receive unambiguous recommendations about their professional purpose. Behind this lies not only a widespread misconception regarding the predisposition of each person to a certain type of activity, but also, perhaps, an unconscious desire to shift the solution of the most important life problem onto another person, even a specialist psychologist.
What difficulties do students and their parents face, what kind of help do they expect from a counselor?
Here are the most typical situations. The mother of the eighth-grader R.N. is convinced that her daughter has no expressed interests and inclinations not only for a specific profession, but also for any kind of activity, and it is time to choose a vocational school, since further education in the 9th grade of the school is not planned for different reasons. And the tenth-grader V.D., who turned to a psychologist on his own, on the contrary, shows interest in several different academic disciplines, such as chemistry, mathematics, history, and literature. What to choose for yourself as your future professional activity, when you equally like and equally easily acquire knowledge in both technical and humanitarian disciplines, how to limit the range of professions you choose?
The ninth-grader M.N. has chosen a specific profession, but is not sure whether she has enough abilities, skills, knowledge to become a good specialist in the area of work that interests her. She also hopes for the help of a psychologist. The parents of those students who, having developed interests in certain types of activity, show little ability for them, or have well-developed abilities for some type of work, but have no interest in it, also turn to the consultant.
In each specific case, the work of a psychologist will be built in accordance with the request of a student, teacher or parents. In one of the paragraphs of this chapter, we will consider in detail the stages of conducting a professional consultation.
The situations listed above most often arise due to the lack of modern schoolchildren (and often teachers and parents) of adequate ideas about what professional aptitude is and how it is formed, due to the inability to assess oneself, one's abilities, opportunities, and to relate them with the world of professions. Many high school students with whom the survey was conducted were unable to answer the questions: "What area of activity do you find talent for?"; "Do you think you have qualities that make it difficult to implement your professional intentions?"; "Do you bring up the qualities necessary for the successful mastering of your future profession?" In further conversations, we found out that the students simply did not ask themselves these questions and only after the questionnaire began to think about them.
Not only a low culture of psychological knowledge, but also a poor acquaintance with the world of modern professions makes it difficult to choose your path in life. According to various researchers, eighth-graders can name on average only 20-26 professions.
IV.2.2. Stages of professional self-determination and age.
The work of a school psychologist should be included in the general system of career guidance activities carried out at school. Currently, much attention has been paid to the issues of providing effective assistance to schoolchildren in choosing a profession. A regulation on a career guidance office has been developed, and such offices are gradually being created, the course "Basics of production. Choice of profession" is introduced into the curriculum, which provides for familiarization with some psychological concepts related to choosing a life path, and appropriate consultations are held. In some regions of the country, city vocational counseling centers and regional counseling centers are being created. In all the varied and multifaceted work on vocational guidance, there are also purely psychological tasks that a specialist must solve.
There is no doubt that the main condition for successful professional self-determination is the full-fledged mental and personal development of the child, the formation of his motivational-need sphere, the presence of developed interests, inclinations and abilities, and a sufficient level of self-awareness. Therefore, the work on preparing students for the choice of a profession should become an organic part of the entire educational process and begin already in the lower grades. All work aimed at optimizing training and education ultimately contributes to the activation of the professional self-determination of schoolchildren.
The formation of professional intentions of schoolchildren goes through several stages. To carry out practical professional consulting work, it is important to single out at least two of them.
The first stage is the primary choice, which is characterized by poorly differentiated ideas about the world of professions, known to students only by names and some external signs (by dress, demeanor, assessments of people around, etc.). Another feature of this stage is an inadequate, often vague, situational idea of one's own resource and the possibilities of its development, moreover, associated with the inability to compare it with the conditions and requirements of professional activity. A schoolchild who is at the stage of primary choice is usually unstable in his professional intentions, which is quite natural. The primary choice is typical for younger students, when there are still no questions about the content of the profession, working conditions, prestige, remuneration, etc. Sometimes adolescents are also delayed at this stage, although the changed situation of social development already requires a modern eighth-grader to make a concrete decision on the choice of his life path.
Younger schoolchildren do not yet have grounds for making a serious professional choice; there are often no expressed interests and inclinations. The outlined interests are easily replaced by others.
As noted by I.V. Dubrovin and N.S. Leites, especially unexpected changes in interests can occur among sixth-graders, which is caused by a significant rise in cognitive activity at this age (9, 16). Taking this into account, it is necessary to strengthen the work on familiarization with the world of professions in early adolescence and then provide more opportunities to try their hand at different types of activities (circles, electives, productive work). It is at this age that interests may arise that will have an outlet for professional activity. The main efforts of a psychologist in working with children in grades I-V should be aimed at the comprehensive development of their interests, inclinations and abilities, in particular, using special developmental programs for these purposes, attracting attention to these issues from parents and teachers.
The time comes for growing up, and the stage of the primary choice is replaced by the stage of professional self-determination. At this stage, the student should already quite realistically formulate for himself the task of choosing a future field of activity, taking into account the available psychological and psychophysiological resources. It is during this period that the student should seriously think about how ready he is for the profession he has planned for himself, evaluate school disciplines from these positions, trying to devote more time and effort to those that are correlated with the future profession.
Do all students in grades VIII-X have a transition from the stage of primary choice to the stage of professional self-determination? Of course no. This process is uneven among schoolchildren, and one of the most important tasks of a psychologist is to ensure its normal course among high school students.
Starting from the 6th-7th grade, when the problem of choosing a profession comes to the fore, the psychologist must begin special work to provide the student with effective psychological assistance in professional self-determination. This work should be built both with the class as a whole and with individual students.
There are two main areas of work of a psychologist in vocational guidance. The first is carrying out information and educational work aimed at developing the psychological culture of students, deepening their knowledge of psychology. In essence, the program of such work is laid down in the course "Fundamentals of Production. Choosing a Profession", which provides for familiarization of children with basic psychological concepts. Therefore, it is advisable to use the hours allocated for this course for teaching psychology classes.
The second direction of the psychologist's work is to conduct individual consultations with adolescents and young men, providing for diagnosis, correction and consultation itself (see IV.2.9; IV.2.10).
For a competent construction of vocational counseling work, a psychologist must understand the features and trends of the development of the world of modern professions, have knowledge of the patterns of formation of abilities and inclinations, own methods of psychodiagnostics, clearly understand the role of natural and acquired in the formation of professional aptitude, master the methods of correctional work.
IV.2.3. What you need to know about the modern world of professions.
Currently, there are more than 40 thousand professions, while about 500 of them disappear every year and almost the same number of new ones appear. Economists estimate that the average lifetime of a large number of professions is close to about 8-10 years. Indeed, in the era of scientific and technological revolution, many professions are irrevocably a thing of the past (for example, requiring heavy physical labor). Others change so much in their content, the composition of the operations included in them that, in essence, they also become new, requiring from the employee significant retraining and advanced training. For example, such a traditional, old profession as a weaver completely changes in content with the introduction of shuttleless looms. If earlier (and even now, in conditions of work on old equipment) the main professional qualities that a weaver should have were motor abilities, dexterity, dexterity, etc., now they are fading into the background, and, consequently, the system of requirements is changing. to a professional, his qualifications, training system. Moreover, new job positions appear, which in many respects change our usual ideas about the profession. For example, in medicine, these are resuscitators, anesthesiologists, radiologists, etc. So, in the profession of a resuscitator, the connection between a doctor and a patient (for medicine, it has always been direct and immediate) is mediated by numerous devices that inform the doctor of a system of data on the health and functioning of various human organs, on based on the analysis of which he diagnoses and prescribes treatment. An interesting psychological phenomenon has emerged that characterizes the disruption of this natural connection between doctor and patient. The resuscitator "receives" a patient in such a serious condition that he cannot communicate with him. As soon as there is an improvement in the patient's condition, he "goes" to another doctor, and resuscitation doctors complain that they do not have enough live communication with the patient, there is a lack of expression on his part of a grateful attitude towards the specialist who saved him.
Along with new jobs, new professions are emerging that had no analogues in the past, such as an astronaut, an operator of a nuclear power plant, etc. All these changes take place in short periods of time, literally before our eyes, and even affect those professions that seemed to us " eternal. "
From what has been said, it is clear in what difficult situation the consultant is, who must somehow understand the requirements of a huge number of professions and look for their correspondence with the abilities and other characteristics of the student. Even being very erudite, a psychologist is unlikely to be able to have an exhaustive list of the professional requirements of existing professions. It is even less clear what requirements will be imposed on a person by professions that will appear in the future. It is only clear that the professions of the era of scientific and technological revolution make and will make increased demands on the general mental development and education of young people, since the level of automation will increase even more, new equipment and technology will appear.
It is very important for a psychologist to remember that a young person entering life may have to change profession more than once or undergo retraining within the framework of the chosen, but greatly changed profession. At the same time, it is still difficult to predict at what age this will be done. In our country, the socio-economic situation is now such that there is an increasingly intensive redistribution of labor from one area of professional activity to others.
Thus, when building work on vocational guidance, a psychologist must not only orient the student to a certain profession or a number of related specialties, but also show that a highly qualified specialist must be psychologically ready to change his specialty or to constantly improve his qualifications. This remains relevant in cases of choosing relatively stable professions, since collective forms of labor (brigades, collective, family contracts, etc.) are increasingly being used in our country, when it becomes necessary to possess several specialties in order to be ready to replace your colleague or provide him qualified help. Already today, in many cases, a specialist of one profile can replace a specialist of another profile, performing his duties in the same team. Such peer learning often occurs in the production activity itself. Thus, another new trend of changes in the world of professions is the replacement of monoprofessionalism with polyprofessionalism. It is important for the consultant to draw from this the conclusion that the psychological capabilities of a person cannot be assessed in relation to only one and only profession.
A psychologist, providing assistance in acquaintance with professions, should pay main attention to the professional requirements for the psychological and psychophysiological characteristics of the individual, his inclinations, abilities. For this, it is advisable to use, firstly, the classification of professions proposed by E.A. Klimov (12). It is described in detail in published in 1987. a trial textbook for students in grades VII-VIII "Basics of production. Choice of profession" (Part 2). The same manual contains a questionnaire to determine interests and inclinations for a certain type of profession.
To get acquainted with the professiograms, a series of brochures "Man and Profession" can be recommended, periodically (since 1975) publishing professiographic information about professions, the popular science series "Your Profession", published by the publishing house "Knowledge" for more than 10 years and "Encyclopedia of Professions" , which began to appear in 1986.
Secondly, the psychologist can rely on the classification of professions proposed by K.M. Gurevich (6), who distinguishes two large groups. Type I occupations require absolute professional fitness. People with certain psychophysiological and psychological characteristics are suitable for them, but for the rest of the people effective and high-quality work in them is practically unattainable (we will consider examples of these professions in detail in IV.2.8). For these professions, it is necessary to carry out a special psychological selection. Knowing this, the psychologist must, having studied the psychological and psychophysiological characteristics of the student, help him to limit the search for areas of professional activity. Type II professions do not impose strict, absolute requirements on the psychophysiological and psychological characteristics of a person, which allows them to be mastered by almost any healthy person (these professions are also called professions with relative professional suitability - see IV.2.8 for more details).
IV.2.4. Psychological diagnostics in school career guidance.
Methods of psychological diagnostics are an objective way of studying the individual psychological differences of students. It is hardly possible to recognize the correct point of view, according to which the main goal of a vocational guidance psychodiagnostic examination of a student is to, based on the results obtained, choose the most suitable profession or field of activity for him. This approach is based on the idea of professional suitability as a certain quality inherent in a person, which can be identified with the help of a psychodiagnostic examination. It is assumed that, on the one hand, there are objective requirements of the professions to the psychological qualities of a person, on the other, these qualities themselves, amenable to diagnosis, you just need to correlate one with the other, and the question of which profession is "intended" will be immediately resolved. this person. Outwardly logical, this scheme turns out to be internally contradictory and inconsistent in the practice of vocational counseling. Not to mention the absence of an exhaustive list of the requirements of the profession for a person, it can hardly be assumed that the diagnostic research conducted will provide an opportunity to obtain a fairly stable picture of the individual psychological characteristics of each student.
For any professional psychologist, it is clear that the possibilities for the formation of the psyche, the development of abilities in educational, professional activities under the influence of special trainings are very great. Consequently, the picture of the current state of development of professionally important qualities and abilities obtained in a psychodiagnostic test cannot be a reliable basis for choosing a profession due to its variability and dynamism. The actual state of the psyche revealed in a psychodiagnostic experiment is formed under the influence of many factors, but without its directed formation towards any activity. Where can we expect the compliance of the diagnosed abilities with professional requirements?
Diagnostic examination makes it possible to understand what the subject has achieved on the path of the formation of certain abilities (including professional ones), but does not give grounds to build a long-term prognosis. No, even the most extensive, psychodiagnostic test can take into account the whole variety of factors that have a positive or negative impact on the formation of future professional suitability, which depends both on motivation and on relations in the work collective, in which a person will fall, and on other reasons. Consequently, since the actual development of the abilities revealed in the diagnostic test does not predetermine future professional success, it cannot serve as a criterion for professional choice.
The most significant drawback of "diagnostic" occupational consultation is that it essentially excludes the activity of the subject himself in choosing a profession, since the problem of choice is solved for him by the psychologist. It is generally difficult to call such a procedure a choice; it is rather a selection of a profession by imposing a "grid" of qualities identified by diagnostics on a "grid" of professional requirements.
What, then, is the meaning of psychodiagnostic work in vocational counseling and is it needed at all? Psychodiagnostic examination, of course, is useful, but its results should be used in such a way as to maximize the aspiration of schoolchildren for self-knowledge and self-improvement. The psychologist does not just diagnose, but conducts diagnostic and correctional work, the main goal of which is to prepare the student for his professional future by way of directed formation of the necessary qualities and personality traits. The consultation itself is not a one-time event, it is a large, sometimes long-term joint work of a psychologist and a student, in which the principles of cooperation pedagogy are fully applicable. The decision to choose a profession or field of activity should be born in the course of joint work.
A school psychologist, in his professional counseling work, must carry out the idea that there is practically not a single profession into which a student could "step" without preliminary psychological work on himself. There is no such individual psychophysiological organization that, even before the start of professional activity, would appear in the whole and in individual functions corresponding to this activity. An individualized structure of abilities that meets the requirements of a certain activity is formed only in the process of this activity and thanks to the efforts of the person himself.
Psychodiagnostic examination should help the student to better know himself, his capabilities, abilities, interests, to activate his desire to work on himself, to self-education and self-improvement. With established contacts between the psychologist and the student, the examination can be repeated after six months, a year, and the results obtained will make it possible to judge the effectiveness of the work done by the student in preparing for the profession, and set new tasks for him.
Methods of psychological diagnostics can be used to identify the interests, abilities, psychophysiological characteristics of a student at the initial stage of working with him as a professional consultant, as well as to monitor the development of the required qualities after correction or training.
IV.2.5. How to study the professional intentions of students.
To study the professional intentions and professional plans of schoolchildren, methodological techniques such as questionnaires, conversations, essays on the topic of choosing a profession can be used. In this case, it is necessary to find out whether the student has preferred professions, whether the ways of mastering them are thought out (educational institutions, specific enterprises, etc.), whether there are reserve professional intentions in case the main ones are not realized, etc. It can be assumed that professional intentions are serious if students can answer questions about the content of work, the attractive aspects of the profession, the mode and conditions of work, opportunities for professional growth, etc. The stability of professional intentions can also be judged by the extent to which they are connected with reserve intentions. For example, a X grade student M.K., who consulted a psychologist, chose medicine for herself. At the same time, she thought over the option of choosing a place of study in case she did not enter a medical institute. She has already found out the addresses and "reputation" of several medical schools and is ready to first obtain the qualification of a nurse, and only then try to enter the university. In the conversation, MK said that she considered this path even more suitable, since a real doctor must be able to fulfill all the duties of a nurse, learn the profession "from the inside". Attempts to correlate their capabilities and knowledge with the requirements of the profession of a medical worker also testify to the seriousness of professional definitions.
Here is an approximate plan for a survey of schoolchildren to identify their professional intentions
- Have you chosen a profession or a range of professions?
- Why did you choose this area of work, what attracts you to the profession?
- What is the main content of the profession?
- In what areas of the national economy (science, culture, education, etc.) do specialists of this profile work?
- Do you know the conditions, work and pay regime, opportunities for professional development?
- Do you know which educational institutions train specialists in this profile?
- Have you ever thought about whether you have the qualities necessary to> master this profession, become a good specialist? Can you name them?
- Do you consider the level of your knowledge sufficient to start training in your chosen field of work?
- Knowledge of what school subjects are most necessary for mastering your chosen profession?
- Are you preparing for your professional future (attend preparatory courses, lectures, self-study)?
- What do you think hinders your professional choice?
- What influenced your choice the most (interest in the profession, its importance and necessity, advice from parents, teachers, friends)?
- Do your parents agree with your choice?
Based on the information extracted from the study of the student's professional intentions, the psychologist builds further individual work with him.
IV.2.6. Taking into account interests and inclinations when choosing a profession.
Usually, students with expressed interests and inclinations practically do not experience difficulties in choosing a profession, they are guided by the content of work, its process and results.
Under interest in psychology is understood the selective orientation of the individual to a certain area of knowledge or activity. Under inclination the need of an individual for a certain activity is understood. Often, it is from interest in any kind of activity that a propensity for it begins to form.
The main indicator of the severity of the inclination is the child's desire for long-term and systematic engagement in a certain type of activity, which can find expression in a preferred attitude towards certain school subjects, the desire to study in circles, sections, and devote free time to a favorite business.
Therefore, even simple observations of the child's school and extracurricular activities, conversations about preferred activities with him, his parents and teachers give the psychologist reason to judge the severity, depth and stability of the student's interest and his inclinations.
To study the interests of the individual for the purpose of professional advice, special questionnaires and questionnaires can also be used. So, for example, in the manuals for professional consultants there are methods for identifying and assessing the interests of high school students: "Questionnaire of interests" or its modified versions (23).
Often, a psychologist can obtain information about the interests and inclinations of schoolchildren by analyzing library forms, studying the lists of books, magazines, and newspapers preferred by students to read.
As a rule, with age, the interests of the child from amorphous, uncertain and unstable become more stable, concentrated in certain areas of activity. But this does not always happen. Sometimes, both in adolescence and adolescence, interests and inclinations are little expressed, sometimes they are so diverse that it is difficult to separate the main, pivotal from the secondary, temporary ones. In this case, some help to the psychologist can be provided by conducting a psychodiagnostic study of the level of development of some abilities. A high level of development of abilities can be considered as an indicator of some predisposition to a certain type of activity, which may serve as evidence of the presence of a propensity for it.
However, the data on interests and inclinations alone are clearly not enough for choosing a profession, because the same inclinations can be correlated with different professions. For example, a penchant for engaging in technology can find expression in the profession of an engineer, and in the work of a machine tool adjuster, and in pedagogical activity in teaching technical disciplines. All these types of activities (jobs within the profession) require a special level of training, certain preferences for working with people or a machine, etc. Therefore, it is necessary to further study the characteristics of interests and inclinations, which will allow narrowing the range of chosen professions and specializations.
It must be borne in mind that when diagnosing interests and inclinations, none of the methods should be absolutized. Directed observation of children for a long time (which is available to a school psychologist, in contrast to a professional consultant of a vocational guidance center), conversations with students, teachers, parents can provide quite reliable information for planning and building work to activate professional self-determination.
The psychologist needs to systematically record all kinds of observations of the process of the formation of interests and inclinations (their orientation, stability, depth, etc.) in the course of any psychological work with children, their parents and teachers. Starting from the VI grade, it is advisable, along with the study of professional intentions, to study the dynamics of interests and inclinations using special questionnaires. Conducting such a longitudinal study and accumulating relevant data is very important in deciding the professional future of each student.
IV.2.7. Diagnostics of abilities.
In psychology, general and special abilities are distinguished. The first provide the mastery of knowledge and skills that a person implements in various activities. Special abilities, however, are a condition for the successful implementation of certain types of activity, such as musical, mathematical, artistic, pedagogical, etc. And general and special abilities depend on the conditions of education and training and on natural inclinations.
To study abilities, researchers use a variety of techniques: observation, natural and laboratory experiments, analysis of the products of activity, tests. It should be noted that the diagnosis of artistic, musical, artistic abilities requires the participation of expert specialists. As for the abilities for other types of activity, the level of their development can be measured using psychodiagnostic methods. It is necessary to be aware that the diagnosis of abilities is a very delicate matter that requires high qualifications of a psychologist.
abilities do not exist in statics, they are dynamic, are in the process of development, depend on how the child is trained and brought up. Consequently, any diagnostic test states a "slice" of development, but does not give grounds to build a forecast on this, especially a long-term one. Any changes in the conditions of life and activity of the subject, his motivation can lead to unpredictable changes in the development of abilities. An analysis of memoirs and biographical literature shows that along with cases of early development of abilities (V. Mozart, V. Serov, N. Rusheva, L. Landau and many others) there are many examples that people at an older age due to work on themselves and strong motivation achieved outstanding results in activity (D. Mendeleev, P. Kapitsa, etc.).
The high plasticity of abilities, their compensatory capabilities, which allow achieving high results due to the formation of individualized structures of abilities, are also well known. Therefore, care must be taken when interpreting the data on the measurement of ability. It is inadmissible only on the basis of these data to give unambiguous recommendations for choosing a profession. Moreover, it is often more justified to focus on the interests and inclinations of students, even in the absence of developed abilities for a certain type of work, since through self-education and training, their formation can be significantly promoted.
In general, the possibilities for the formation of various professionally important qualities are very great. For example, dyers working in textile factories, under the influence of professional activity, develop very significantly the ability to distinguish between colors. They distinguish up to 50 shades of black alone (usually a person is able to distinguish only 2-3).
To identify the preferential development of some abilities related to the choice of a profession, you can use some tests of intellectual and special abilities (many intelligence tests include subtests that measure special abilities). So, for example, R. Amthauer's test allows one to obtain a "test profile" of the subject according to three parameters - the severity of humanitarian, mathematical and technical abilities (2). The SHTUR test (School test of mental development) helps to determine the severity of abilities in social science, physics and mathematics, natural science areas of activity (2). When the area of preferred professions for students is outlined, many tests of special abilities can be used for in-depth study of the individual psychological characteristics of the student (sensory, motor, technical, and others - see 24).
Thus, the identification of the individualized structure of the students' abilities in the course of vocational consultation and the understanding that it is not rigid is useful for guiding the student in the choice of a professional sphere of work. The very "materialization" of psychological indicators of the developmental characteristics of schoolchildren in the form of points received, a test profile allows students to visualize (albeit approximately) the structure of their abilities, to see the gaps in their development that need to be overcome in order to prepare themselves for their future profession.
The results obtained are the basis on which a plan for self-education and preparation for a certain type of work is developed (together with a psychologist). Let's give an example.
V.I., who studied at a school with an in-depth study of chemistry, turned to a psychologist. However, in the X class V.I. made sure that he did not want to further connect his professional destiny with the natural sciences, but would like to choose a humanitarian specialty. After a long conversation, testing, meeting with the parents, V.I. the psychologist collected solid material, the analysis of which showed that V.I. persistent interest and inclinations for history, art, literature, which in general has always been encouraged in the family. However, there were also some significant gaps in the development of individual mental operations that are important for mastering the humanitarian disciplines. In particular, the psychologist was particularly concerned about the low level of generalization of the verbal material, which was revealed during various diagnostic tests. Meanwhile, V.I. already in the course of the consultation, he expressed a desire to prepare for admission to the history department of one of the universities. The psychologist suggested that V.I. a whole system of training sessions aimed at developing a mental operation of generalization. It was a specially developed correctional program, which included recommendations for reading various thematic texts, their generalization and comparison, familiarization with the rules for highlighting the essential and the nonessential in terms of concepts. Hard six-month work with V.I. in correcting some aspects of his mental development proved to be very helpful. It led to significant progress in the development of the generalization operation and verbal abilities in general, such as the ability to work with a word, subtly distinguish the meanings of words, etc. Repeated diagnostic tests carried out after the implementation of psychotraining, corrective measures, usually allow the student to clearly see the progress in the development of certain qualities, to make sure that it is expedient and necessary for special directed work to prepare for the profession. In general, psychodiagnostic work carried out by a psychologist significantly activates the student towards self-knowledge, self-improvement, and accelerates the process of professional self-determination.
IV.2.8. Studying the individual psychophysiological characteristics of students in connection with the choice of a profession.
We have already noted above the need for professional counseling to study the formal-dynamic features of the psyche, which are based on some innate features (for example, the basic properties of the nervous system). Many professions make increased demands on the speed of work, the ability to switch from one type of work to another, work capacity, psychological stability, etc. These features are based on such properties of the nervous system as strength (weakness), mobility (inertia), lability (inertia) ... The formal dynamic properties of the psyche depend on the genotype and remain practically unchanged throughout the life of the individual. The genotype is unchanged, but its phenotypic manifestations under the influence of changing conditions of life and activity can change: the genotype determines only the reaction norm inherent in the functions, systems of the individual, and within this norm, adaptation to living conditions occurs. Theoretical and experimental substantiation of understanding the nature of the properties of the nervous system, carried out in the works of B.M. Teplova, V.D. Nebylitsyn and their followers, served as the basis for the development of appropriate psychophysiological techniques (21, 25).
A strong nervous system is characterized by a high working capacity of nerve cells and their ability to withstand superstrong stimuli (a weak nervous system is characterized by opposite qualities). In particular, the strength of the nervous system provides a person's psychological, emotional resistance to the effects of superstrong stimuli, thereby increasing the reliability of his work in extreme situations. In a number of professions, this is necessary for the trouble-free operation of the entire "man-machine" system (type I professions according to KM Gurevich's classification). These are, for example, the professions of various types of operators, test pilots, firefighters, etc. Only persons with a strong nervous system are capable of correctly assessing the situation in a difficult situation, maintaining self-control, self-control, and performing the necessary actions. Moreover, the correctness of a professional's actions depends not so much on seniority and experience as on the severity of the strength of the nervous system (a very accurate psychological portrait of a specialist of this type of profession - an air traffic controller - is presented in A. Haley's novel "Airport").
When conducting a consultation, a psychologist must have information about the psychophysiological characteristics of a student in order, if necessary, to impose restrictions on the range of professions he chooses. However, a radical restructuring of plans for the future is not always required. Sometimes it is enough to outline for yourself in the same profession a different specialty, a different work position. For example, in the profession of a doctor for persons with a weak nervous system, such specializations as surgeon, resuscitator, ambulance doctor are contraindicated, where difficult situations often arise that require making responsible decisions with a lack of time, but specializations of a therapist, sanitary doctor, etc. can be recommended. in which extremely stressful situations are unlikely to occur.
Persons with a weak nervous system also have their advantages. So, many of them have a higher sensitivity compared to "strong" ones, better cope with monotonous and monotonous work, are focused on high accuracy of work. Therefore, it is easier for them to master such professions as a taster, where high sensitivity is required, a diamond cutter, where the highest precision is required, some artistic professions, work on an assembly line, and others of the same type.
In the overwhelming majority of professions (type II, according to the classification of K.M. Gurevich), people with different individual psychophysiological characteristics can work equally successfully, but the options for their adaptation to the profession will be different. In some cases, workers choose the most suitable job positions for themselves (as in the profession of a doctor), in others they form their own individual style, which allows them to compensate for some of the shortcomings of their natural characteristics. N.S. Leites (15) described the individual styles of two students (with strong and weak types of the nervous system) and showed that with an equally high result, their activity was structured in completely different ways.
Many examples can be found in the study of specific mass professions by various researchers. So, V.S. Klyagin showed that the style of work of drivers with different types of nervous system differs significantly (13). It turned out that the "weak" practically do not get into emergency situations, since they more carefully prepare the car for the trip, predict the possibility of adverse situations on the road and think over their behavior and reaction to them in advance. They often turn to the vehicle's controls when driving - all this provides them with practically trouble-free operation (although their cars "wear out" faster). Otherwise, drivers with a strong nervous system who are organizing their work are more likely to get into accidents.
High speed performance is provided by such features of the nervous system as mobility and lability (high speed, pace, switchability). Persons with inert nervous processes are characterized by opposite qualities. They are characterized by slowness, thoroughness, unhurriedness, which makes it difficult to work in professions that require quickness, the need to make decisions in a shortage of time, high speeds of operations, switchability. M.K. Akimova showed that for persons with inert nervous processes there is a certain limit in the possibilities of speedy fulfillment of motor tasks (1). But here, too, the range of professions that impose strict requirements on speed characteristics is small. In most of them, the development of an individual style of activity allows you to successfully cope with work. For example, even in such a profession that seemingly requires high speed of execution of operations, such as the profession of a weaver, inert weavers also cope with professional tasks very successfully. The high efficiency of their work is ensured by its special organization, when most of the working time is devoted to preparatory, preventive work, which reduces the possibility of thread breaks and other situations that necessitate very quick actions on the part of the employee. They, in essence, do not allow situations with which, due to their natural characteristics, it is difficult or impossible to cope.
Another way to achieve high labor productivity by people with different speed capabilities is the selection of work tasks that best suit the individual personality of a person. For example, among professionals such terms as "speed turner" and "precision turner" are common.
Note that it is very difficult to accurately determine the type of the nervous system by life manifestations. To consult a psychologist, it is important to know the true characteristics of the nervous system. For this purpose, a large arsenal of psychophysiological techniques has been developed. But mastering them requires a lot of time, and their implementation requires special equipment. Therefore, it is advisable for a school psychologist to use blank methods that were developed by V.A. Danilov (to determine the strength of the nervous system) and V.T. Kozlova (to determine the lability and mobility of the nervous system) (24).
IV.2.9. Professional advice.
Consultation is structured as a process of cooperation between a psychologist and a student. Its success largely depends on whether the psychologist will be able to establish a trusting relationship with the student. Any pressure, directive tone, imposition of one's opinion is unacceptable. From the very beginning, it is necessary to make it clear to the student that the choice of a profession will only be correct when it is conscious, independent, when it is preceded by painstaking and long-term work on self-knowledge and study of the world of professions.
High school students have a need to consult with a psychologist about their professional choice. Depending on the degree of formation of their professional plans, the level of development of abilities and inclinations, the success of the study, students need different consultations. For some, 2-3 interviews and a short diagnostic examination are sufficient in order for a decision on the choice of a profession to be made (or consolidated) and preparation for it begins. For other schoolchildren, an in-depth examination is required, repeated consultations with a psychologist in order to come to a decision about choosing their own path in life. To solve the question of who needs only prompt help, and who needs to be given a lot of attention, a psychologist must begin to study the professional intentions of students no later than grade VI. Starting from the 7th grade, individual consultations should be carried out (first of all, with those who plan to continue their studies at the vocational school, technical school, etc. after the 8th grade). Schoolchildren seeking to complete the X grade may become the object of closer attention of the psychologist in the IX-X grades.
Before starting individual vocational consultations, it is necessary to conduct a study of the professional intentions of schoolchildren and the level of development of some of their abilities (for which it is advisable to use group tests). Students who have expressed professional interests and a fairly stable professional plan are the least in need of the help of a psychologist. They are consulted only if they independently turn to a psychologist for help, which most often consists in confirming the correctness of their choice.
Work with schoolchildren who are less successful in this respect often takes place at the initiative of the psychologist himself and is not limited to just a few consultations. How do you start working with these students? First of all, it is necessary to identify their interests and inclinations and determine, at least in the first approximation, the range of professions they are interested in, formulate recommendations for acquaintance with them. The psychologist himself will not be able to reveal to the student the full requirements of the profession, but must, relying on the help of parents and teachers, outline a plan for the in-depth study of the professions of interest by the student. This plan includes familiarization with the literature on professions (including professional literature), consultations with employees of career guidance centers, participation in excursions, meetings and conversations with professionals, etc. It is very important that the student himself find out the necessary information about the ways of acquiring a profession, its regime, working conditions and wages, etc. Enriching his knowledge of the profession will contribute to the formation of a more adequate idea not only of the professional activity itself, but also of all the conditions in which it takes place.
As a result of such work, some students' professional plans will strengthen, and with them it will be necessary to plan work to prepare for the profession, others may have a change in their intentions, therefore, the psychologist will have to return to the previous stage of work with them, analyze interests, inclinations, outline new areas of work and ways to become familiar with them. In any case, this work is necessary and very useful, as it activates the student, gives him the opportunity to gain experience, the algorithm for familiarizing himself with the profession, expands the circle of his knowledge about the world of professions.
When students outline certain areas of work for themselves and begin to familiarize themselves with the professions, the psychologist begins psychodiagnostic and corrective work.
The selection of diagnostic methods should be based on an adequate understanding of the professional activity itself, take into account its two important aspects - content and dynamic. The first reflects the actual content of the profession in terms of the required knowledge, abilities, skills, and goals of the activity. This is expressed in the specific requirements of the profession to the characteristics and level of development of thinking, memory, attention, motor skills, perception, etc., which are formed under the influence of professional activity and are necessary even at the stage of mastering the profession. The second side of professional activity - dynamic - is expressed in the form of certain requirements for the formal-dynamic side of the psyche, i.e. to the speed, pace, strength of the course of mental processes.
In each individual case, an in-depth psychodiagnostic examination of a student should be carried out more specifically, based on an understanding of his problem and the results obtained at the previous stages of vocational consultations. Once again, we want to remind you that one should not absolutize the data obtained with the help of methods of psychological diagnostics, seek in them a direct way to the profession. If there are no contraindications to the profession, if there are no serious "failures" in the development of qualities important for mastering it, it is necessary to outline a plan for self-training, self-education of the student, and the formation of the required abilities. Now the task of the psychologist is to help in the implementation of this plan, in organizing control over how the formation of the necessary qualities occurs, for which it is necessary to thoroughly discuss with the student his achievements on the way of preparing for the profession, the difficulties that arise and ways to overcome them.
If there are serious reasons to doubt whether the level of development of certain abilities, knowledge, and skills is sufficient for successfully mastering the profession, then the question of either changing the professional plan, or the need for a very intensive and, probably, long-term work to form the necessary qualities, is discussed with the student. , mastering the required knowledge (including in school subjects). He is offered a system of psycho-training (development of the desired type of attention, memory, spatial thinking, etc.), recommendations for self-education. These students require especially close attention of a psychologist, strict control over the implementation of recommendations formulated in the course of professional consultations. Diagnostic and training measures are of great importance for a student to understand himself, his resource, the very activity of students strengthens their professional intentions.
A psychophysiological examination can not only reveal contraindications to certain types of professions in individual students, but serve as a basis for recommending to students such a range of professions and jobs that are most consistent with their individual psychophysiological organization. The data of psychophysiological examination allow the psychologist to formulate recommendations for students on how to take into account their individual characteristics during preparation for a profession and at the initial stage of mastering it, in particular, to develop an individual style of activity.
Thus, when conducting a professional consultation, several stages may be present in the work of a psychologist:
- ascertaining (ascertaining at what stage of the formation of a professional plan the student is);
- diagnostic (diagnostics of interests, inclinations, abilities, individual psychophysiological characteristics);
- search (development of a plan for preparing a student for a profession);
- correctional (development of recommendations for self-education, correction and development of the necessary qualities);
- actually consulting (developing a strategy and tactics for conducting conversations with a student, distributing them in time, etc.).
In conversations with schoolchildren during consultations, it is necessary to consistently carry out the idea that in the choice of a profession and preparation for it, the role of motivation, perseverance, activity, and independence of the schoolchildren themselves is great. Vocational counseling is a kind of catalyst for that large and often long-term independent work of a student, which he must carry out, from studying a profession to labor tests in it. the choice of a profession, in this case, cannot be regarded as a one-time event, which is the result of a psychological examination. It provides for a lot of cognitive work, self-study, to a certain extent reworking oneself in accordance with what the profession requires of a person.
In general, all vocational guidance work should be built in such a way that it turns from diagnostic into developmental, formative, diagnostic and correctional. Therefore, all stages of the consultation should serve one goal - to activate the student, to form his desire for an independent choice of a profession, taking into account the knowledge gained with the help of a psychologist about himself, his abilities and the prospects for their development.
IV.2.10. Examples from the practice of professional counseling.
In order to show how to use the data obtained in diagnostic examinations for professional consultation, we will consider several specific examples.
The psychologist must carefully prepare for each consultation, carefully study all the information about the student that is at his disposal at the time of the consultation. Counseling requires good preparation in order for the counselor to develop a sense of trust in the psychologist. It is unlikely that it will arise if the psychologist makes annoying blunders, confusing some facts, circumstances of life and behavior of a student who came to him for advice. And yet - it is necessary to avoid any value judgments concerning the interests, inclinations, abilities of the student, his hobbies and preferences. Only in this case can one hope for the child's sincerity, and, consequently, for obtaining the necessary information about his individual characteristics.
Conducting professional consultations with students in grades VII and IX-X has its own specifics. Thus, many students in the 8th grade must choose a profession even before graduating from high school. According to our survey, the majority of eighth-graders (57%) are going to leave school, the rest either want to go to the 9th grade (37.5%), or (5.5%) have no definite plans for the future. With all the variety of professions chosen, engineering and technical (more than 47%) are most often named, social and humanitarian (more than 29%) and very rarely natural sciences (10%), the rest of the students do not have pronounced preferences. The choice of a profession by eighth-graders is related to their level of academic performance and, in general, corresponds to their interests in certain cycles of academic disciplines. When listing the most attractive professions, those that are most related to their life experience are named. As a rule, parents support the choice made by the student. Discrepancies are observed only in cases where parents would like their children to continue their education at school, and the students themselves prefer to go to a vocational school or technical school. the choice of a profession in the CPC is determined not so much by the focus on future professional activities as by practical considerations about whether it will be useful in life (attracted by the opportunity to learn how to sew, cook, drive a car, etc.).
A student of the 8th grade A.Zh. came to our consultation. He needed to consult about the correctness of his choice. The difficulty consisted in the fact that he is an obvious "C grade", whom the teacher gave up on and from whom the mother expects little. On the SHTUR test, he showed rather low results, having completed only 39% of the tasks, while he coped worst of all with the tasks of the physics and mathematics cycle (21%). Since he wants to choose a technical specialty, a diagnostic examination was carried out to determine the level of development of his technical abilities. It turned out that in the tasks for spatial representations, he demonstrates very high results (the tasks are based on material not related to school curricula). In the conversation, it turned out that he is fond of modeling. During the consultation period, he showed lack of confidence in himself and his strength. The psychologist's appreciation for his spatial imagination had a very positive effect on him. He began to keep himself more relaxed, the tension disappeared. Together with the psychologist (in the presence of his mother, whom he himself invited for a consultation), measures were outlined to prepare him for his future specialty. He willingly came to consultations, openly discussed his problems. However, he said that it was difficult for him to study at school and it was unlikely that he would be able to catch up with all that was missed (especially in mathematics). But he began to study more independently than before the consultations. Thus, in this case, we managed to activate the teenager, help him to strengthen his professional intentions, and start preparing for his future profession.
The ninth grade usually includes those students who are oriented towards obtaining higher education and who have shown themselves well throughout their studies at school. Many children have already chosen the university in which they would like to enter, and even the faculty and specialty, by the beginning of their studies in the X grade. Therefore, they often combine schooling with studies at preparatory courses, attending lectures, electives, and strengthening self-preparation. In this regard, it is desirable to outline the area of future professional activity of students by the end of the 9th grade (of course, this is not always possible).
For this, all the data of the study of these students, which were obtained by the psychologist in the 7th and 8th grades, must be fully used. Analyzing them, a psychologist can face a wide variety of interconnections of these data, with different situations of professional counseling. Depending on the degree of consistency of professional plans with the resources available to the student, a specific strategy for conducting individual work is outlined.
The tenth grader A.S. I came to a psychologist for a consultation full of doubts. He loves technology, would like to become a designer of radio equipment, but it doesn't matter what he studies, and this makes him feel insecure that he will be able to cope with the demands of his chosen profession. After a thorough discussion, it became clear that interest and aptitude for technology are stable, manifested already from the VI grade. A.S. studied in radio engineering circles, prefers working with technology among other activities in his free time. We discussed in detail the requirements that technical professions place on a person. In particular, as you know, psychologists distinguish two factors in technical ability: technical understanding and spatial thinking. To study these factors, there are special diagnostic tests. A.S. tasks were offered to identify technical ability, which he performed very successfully. During several meetings with the psychologist A.S. successfully solved tasks on spatial representations, technical ingenuity, logical thinking. The results were discussed each time with A.S. very detailed. Based on the survey, it was concluded that A.S. already now, at the stage of choosing a profession, had good technical abilities, which confirmed the correctness of his choice. However, in the conversations it turned out that there is also an obstacle - not very high academic performance in mathematics, while this is one of the major subjects when entering a university, it is also important for successful study at a technical university. Measures were outlined (together with a teacher-mathematician) to make up for lost time in mastering this subject. The most important result of these professional consultations was that the data obtained during diagnostics significantly influenced the formation of A.S. in yourself, your abilities. He thought much more seriously about the ways of preparing himself for the profession, for entering a university. As he said, he had a feeling that the efforts that he is now making to improve in mathematics will not be wasted, and this gives strength to overcome the difficulties that arise. The psychologist suggested A.S. think about a backup option, if you still fail to immediately enter the university. A specific technical school was planned and even the question of the proposed place of work was discussed, but all this was in line with the preparation for the same profession as a designer of radio equipment.
X grade student I.S. turned to a psychologist for help in determining her suitability for the profession of a doctor, since this profession seems important to her, besides, she likes the natural sciences. However, during the conversations, several circumstances emerged that allowed the psychologist to suggest I.S. give up this professional plan and think about something else. First, it turned out that the desire to become a doctor arose suddenly, because "something needs to be decided already." The girl knows little about the profession, only the most common common things, she practically cannot name different jobs within the profession. The survey carried out with the help of a series of different tests revealed the greatest manifestation of abilities in social and humanitarian disciplines, a low manifestation of abilities in subjects of the natural science cycle. Psychophysiological examination showed an extreme weakness of the nervous system and its inertia, which was confirmed in further conversations and when using questionnaires to identify the properties of temperament. For example, I.S. low efficiency is inherent, it is very lost even in a low-stress situation. She is characterized by high anxiety, low emotional stability, increased fatigue, the desire to work according to a given algorithm. In conversations with the girl, it turned out that she does not like working with people, prefers communication with books, likes to organize facts and knowledge. Having discussed with I.S. All the data obtained, revealing their psychological meaning, the psychologist expressed cautious doubts about the advisability of choosing a medical profession, with which I.S. Having drawn attention to the high level of humanitarian (verbal according to the test) abilities, the psychologist proposed for discussion several professions where these abilities are professionally important. One of the options that was discussed with her and was accepted by her with interest was the profession of a librarian, bibliographer. For I.S. for the first time, the problem arose of correlating one's capabilities (including natural ones) with the requirements of the profession. In the final part of the work with I.S. jointly, a plan was drawn up for studying the chosen profession and preparing for it. Highlighted subjects in school education, which should be paid special attention to, outlined educational institutions that you need to familiarize yourself with.
These examples show how differently the counseling work of a psychologist develops and what a great responsibility is assigned to him. It should be noted that the psychologist should be especially careful in cases where the student's professional intention is inconsistent with the resources available to him. And it is very important to organize the work of consulting in such a way that the decision on choosing a profession becomes independent, born in the joint work of the student and the consultant, and is not imposed from the outside.
Every person at least once in his life faced the question of choosing what profession to get, so that he could do it later and thus earn money for himself. However, it becomes difficult enough to choose between different specialties that can attract students and high school students. Psychologists create tests, the passage of which allows you to define a little about professional self-determination. However, the conclusions of the test do not always indicate what a person really wants and will do.
An online magazine site can give many examples of how a person at the beginning of his life dreams of one specialty, as he develops, he changes his orientation to another profession, and as a result begins to work in a completely third direction. How can this be explained? Psychologists do not see anything wrong with the fact that a person is not able to constantly dream about the same thing. With every age, the values, views, knowledge of the world change. A person cannot, from childhood, dream that he will fly into space, while not changing his desire, while he grows and learns new areas of life.
The most important problem of professional self-determination, psychologists highlight the limited knowledge of the younger generation about various specialties. The knowledge of schoolchildren is rather narrow. They generally understand what a particular specialist is doing. Choosing a profession, the student in the future begins to face the true responsibilities and difficulties of his direction, which is why his desires and guidelines change, he already refuses to do what he has chosen.
That is why there are frequent (more than 90%) cases when people begin to choose a profession, learn it, but then work in a completely different specialty. This is due to the fact that while a person was studying, he realized that the profession is close to his soul, but does not satisfy all his moral or psychological desires.
Many people do not work in the specialties they studied. This speaks of mistakes, which are often the reasons why people do not know who they want to be.
What is professional self-determination?
Professional self-determination is the process of an individual's search for the kind of activity that he will learn and which he will be engaged in in the future, which will earn his living. The selection criteria are quite voluminous. Here are taken into account:
- Individual capabilities of the individual, his abilities and inclinations. In other words, a person measures which of his talents and skills correspond to which profession, so that its training and the performance of his work occurs with the least cost of effort.
- Values and desires. A person chooses exactly that profession that is able to satisfy at least partially all his wishes, and also does not contradict his values and mental well-being.
- The pressure of others. Undoubtedly, a young man is usually pressured by his parents, who can say who he should be, what is the best thing to do, what professions are in demand. Let us recall an elementary example of a disagreement in the desires of parents and a child, when adults want a child to study to be an accountant or a lawyer, and he wants to be a musician.
- The market of professions and material well-being. Some students are guided by what will make them more money. Thus, the professions are divided into prestigious and non-prestigious. Prestigious professions include those that allow a person to earn a large amount of money, spending as much effort and time as people spend in non-prestigious positions, but they receive little at the same time.
It becomes quite difficult to choose a profession, since the child's desires and inclinations may differ. When choosing a profession, three selection criteria often arise:
- "Want".
- "I can".
- "Necessary".
For example, not every person will become an astronaut, although in childhood he could have dreamed about it. You have to earn money and take a real position to support yourself. What does a person know how to do? He can write, read, listen, speak, etc. There are a lot of specialties that require such skills. Then, what a person wants to have, if you choose from the entire list of offered professions.
Rarely enough does a student know who he wants to be. Usually, many schoolchildren are faced with not knowing where to go and what to do, since they are interested in many things, most of which are generally not perceived by society as specialties (work).
Professional self-determination of students
Throughout his life, a person tries to answer the question of who he wants to be until he becomes an adult and is forced to specifically work and earn money. While a person grows and learns, he has time to understand who he wants to work. The student's preferences can naturally change, who every year gets acquainted with new types of activity and tries to determine his professional direction. That is why such factors are involved in professional self-determination:
- Social opinion that tells the child what to be.
- Personal preference - when a child is interested in specific activities.
- Correlation of social desires and personal preferences.
Even in preschool age, the child begins to imitate certain activities that become familiar to him. He, for example, copies the workflow of his parents, who, for example, work as foremen on a construction site and as teachers at school. This is how the child practices his first work skills.
In elementary school, the student is already directly faced with a certain job, which makes him try his skills and understand how much they bring him moral satisfaction.
School and parents are trying to make it clear to the child that he must professionally self-determine. Of course, it will take more than one year, but already, starting from the 5th grade and ending with high school, the child should have a more or less clear idea of who he wants to be.
Professional self-determination of high school students
It is high school students who have to talk about their professional preferences with full seriousness for the first time so that their parents can further help them in obtaining special education. It becomes rather difficult for a 15-year-old teenager to professionally self-determine, since he not only measures his personal capabilities, social beliefs and personal preferences, but also has a rather vague idea of what this or that job is.
The teenager has a very vague understanding of what he will have to do in this or that position. Usually, the ideas about various professions are quite fantastic and unrealistic. For example, when talking about the position of a director, a teenager may indicate that he sits in his chair all day, does nothing and only distributes instructions to everyone. However, if the teenager himself turned out to be the director, then he would have the frustration associated with the realization of the real director's work.
That is why it is much easier to professionally decide for those senior pupils who complete a full school education, do not leave after the 9th grade. After studying for another couple of years, they acquire new knowledge about their professions, abandoning them or more starting to understand what will be required of them.
It is in high school that a test for professional self-determination is often carried out, which should help everyone understand in which direction he should move. There are tests that clearly identify the names of the professions that a high school student should consider. And there are tests that only give a direction in which area a student should study.
Professional self-determination of a person is understood as the formation of a person's personal attitude to a particular activity. A person should have a positive attitude towards the type of work that he chooses as further education and making money.
This attitude goes through the following stages of formation:
- Preschool age, when children imitate adults and play construction workers, teachers, astronauts, etc.
- The beginning of primary school age, when the child begins to perform specific duties, for example, washing dishes, watering flowers, writing, reading, etc. Here he already begins to understand what he likes and what does not.
- The end of primary school age, when there is an increase in the individual differences of each student. Here, the abilities of each child begin to stand out, by which you can understand who he is best to work with.
- Adolescence, when a child begins to get acquainted with various types of activities, form a different attitude towards them, receive certain knowledge and form a definition of opinion on each work.
Usually, a teenager has a rather vague and fantastic idea of who is doing what. That is why he can choose a profession that seems to him the most attractive, highly paid or romantic (that is, where he does not need special skills and knowledge, for example, to be an artist).
At the age of 27, a person already reaches the peak of his professional activity. Often, by this time, he had already tried many types of activities, leaving the previous place of work due to the difficulties that arose, the inconsistency of the work with personal desires, as well as disappointments. Already at the age of 30, a person begins to think about who he will work next:
- Stay in the same area where he already works, whether he likes the job or not.
- He will change the type of activity to another, which seems to him more promising and acceptable.
The problem of professional self-determination
Choosing a profession that a person will engage in, an individual is primarily engaged in realizing his potential, abilities and achieving personal desires. The profession is chosen according to how strongly it can satisfy the moral and material needs of a person, as well as how easy it will be for him to work, since his capabilities and abilities will correspond to it. However, here problems arise in professional self-determination:
- People have a rather vague understanding of what is required of them when performing a particular job.
- People are not provided with enough knowledge about various professions.
- Teenagers cannot resist the opinion of parents, who often insist on a specialty that does not meet all the personal needs of their child.
As a result, people receive education, but they do not work in their specialty. And quite often they spend another 10 years trying to find their place, going through those options that seem interesting to them.
Outcome
Sooner or later, each person is forced to decide what he will do in order to earn his living. And quite often this choice is determined not during the period when a person is studying, but even when he is directly working, looking for himself, trying himself in various activities and settling on the one where he has at least some success.
